ABSTRACT
This chapter considers the impact of agents of change on history teachers beyond the National Curriculum and other government policy. It includes data from interviews with veteran history teachers on the changing role of history teaching communities, history textbooks and the changing role of technology in the history classroom. It charts the developing use of textbooks, the introduction of worksheets and how different groups of teachers responded to the opportunities for technology in the history classroom. The second part of this chapter explores communities of history teachers and changing opportunities for professional learning. Professional development opportunities, both internal and external, are reported on, with comparisons made between the impact of subject-specific learning and more generic approaches on teachers' development.
